Food for Thought

How will we use technology help to increase student

achievement and minimize the achievement gap. How do we move our schools?March 2, 2012 104/21/23

Desired Outcomes

2

• An understanding of the Complex Area’s direction and expectations for Computer Coordinators.

• A deeper understanding of how to support Schools implement effective Instructional Data Teams: structure, norms, and function.

• Awareness of the relationship between the State to KMR Initiatives and the role technology will play in increasing student Achievement and closing the achievement gaps.

DT Overview & Direction 04/21/23

State Strategic GoalsI. Assure all students graduate college- and

career-ready through effective use of standards-based education.

II. Ensure and sustain a rich environment and culture for life-long learners.

III. Continuously improve the effectiveness, efficiency, and responsiveness of the educational system.

DT Overview & Direction 04/21/23 3

State Strategic GoalsI. College and career-ready graduates will have

to be effective users of technology.

II. Ensure and sustain a rich and productive environment for student to learn and for teacher to teach.

III. Continuously improve the effectiveness, efficiency, and responsiveness of the educational system -- provide systems of support that can provide instructional assessments and interventions.

DT Overview & Direction 04/21/23 4

The Tri-Level Check Process Loop

Board ofEducation

State

Complex Area

School

Close monitoring, feedback, and maximizing our efforts will help us to meet our goals.

Do Check Act

Q1October

Q2January

Q3April

Q4July

Working toward having ALL students become college, career and life

readinessDT Overview & Direction

04/21/23 5

All Students College and Career Ready

K-12 ConstructFormative InstructionData Teams

6

Continuous Improvement Leadership - Working together through Tri-Level “Plan-Do-Check-Act” (“PDCA”)

DO

ACT PLAN

CHECK

SSPSOP/CAP

Ac/Fin

Look at data & apply research based High yield strategies

Implement the plan, define timeline

Monitor/ Assess to inform instruction, and share results

Adjust and re-do the plan

DT Overview & Direction 04/21/23

What We Must Do…

Maximizeinternalcapacity

Eliminate the achievement

gap

Even if n < 40

IN-Formative data to drive instruction and decision-making (Guiding Principle 1).

Research-based instructional and

leadership practices

(Guiding Principle 2).

DT Overview & Direction 04/21/23 7

Initiatives: Fast and Furious…How It All Fits?

STATE

• Race to the Top• Common Core

State Standards• SBAC/HSA test• CO Growth

Monitor• Longitudinal

Data System• Data Team• Formative

Assessment• Charlotte

Danielson • PDCA

DISTRICT

• K-12 Construct• General Super-

vision & Support• Marzano

Observational Protocol

• Dashboard• Reeves

Instructional Data Teams

• High Yield Intervention strategies

SCHOOLS

• AcFIN• Data Team

Implementation Plan• Instructional Data

Teams• School Dash Board• Formative

assessment• Instructional

interventions targeting individual need.

Literacy For Learning - Race To The Top

Working toward having ALL students become college, career and life readiness

04/21/23 8

Initiatives: Which requires technology?

STATE

• Race to the Top• Common Core

State Standards• SBAC/HSA test• Growth Monitor• Longitudinal

Data System• Data Team• Formative

Assessment• Charlotte

Danielson • PDCA

DISTRICT

• K-12 Construct• General Super-

vision & Support• Marzano

Observational Protocol

• Dashboard• Reeves

Instructional Data Teams

• High Yield Intervention strategies

SCHOOLS

• AcFIN• Data Team

Implementation Plan• Instructional Data

Teams• School Dash Board• Formative

assessment• Instructional

interventions targeting individual need.

Literacy For Learning - Race To The Top

Working toward having ALL students become college, career and life readiness

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KMR Direction FlowchartCollege, Career & Life ReadyCollege, Career & Life Ready

Increase Student Achievement

Increase Student Achievement

Minimize Achievement

Gap

Data Data

A = Achievement A = AttendanceB = BehaviorC = Course Marks

A = Achievement A = AttendanceB = BehaviorC = Course Marks

School /Leadership Data Team

School /Leadership Data Team

Acad. Fin. PlanAcad. Fin. Plan

Program InitiativesData teams

Program InitiativesData teams

INSTUCTIONAL Data Teams

INSTUCTIONAL Data Teams

Inform InstructionInform Instruction

St. Achievement Classroom Practice

St. Achievement Classroom Practice

LDS DashboardLDS Dashboard

ComplexComplex SchoolSchool

DO

ACT/ADJUST

PLAN

CHECK

DT Overview & Direction 04/21/23 10

System Infrastructure

Supportive Learning Environment

Student Achievement

State Goal

3

State Goal

2

State Goal

1•Research-based strategies•Formative Instruction•Data Teams

• Data coaches (Assessment Literacy System)

• Training to analyze and use data for improvement

• Leadership – promote, encourage, model, and evaluate

• Key staff in schools to be trained

• DOE Strategic Plan• Data For School Improvement (DSI)• Longitudinal Data System (LDS)• Highly Qualified Teachers in the

classrooms• Leadership development and

support

How Our Key Activities MakeINFormative Instruction Happen in

Every Classroom

DT Overview & Direction 04/21/23 11

Growth Model

100

90

80

70

60

50

40

30

20

10

0

50

25

0

PROFICIE NCY

G R O W T H04/21/23 12

• Learning

• Losing Ground

• Leading• Lucky

•High results, low understanding of

antecedents

* Replication of success unlikely

•High results, high understanding of

antecedents

* Replication of success likely

* Low results, high under-standing of

antecedents

* Replication of mistakes unlikely

*Low Results, low understanding of

antecedents

*Replication of failure likely

04/21/23 13

Quality Standards

A Vision of ExcellenceFramework for Teaching Effectiveness

KMR Version, Hawaii Department of Education Adaptation

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Data – Three Levels

15

System Data• NAEP• HSA

Frequency•Yearly

Classroom Data•DSI•Formative Assessments

Frequency•Daily/ Weekly

School Data• LDS DIBELS ACCESS •eCSSS SQS

Frequency•Quarterly/Semester/Yearly

= System Data Teams

= School Data Teams

= Instructional Data TeamsDT Overview & Direction

04/21/23

16

Data Teams Flow Chart (Reeves)

The Leadership and Learning CenterDouglas Reeves

DT Overview & Direction

Instructional Data Teaming

04/21/23

Data Team Components

• A collaborative inquiry process• A focus on the use of consistent formative

and summative assessments• Strategically monitors the effectiveness of

instruction and strategy implementation adjusting instruction continual evaluation

Increase student LEARNING!

17DT Overview & Direction

04/21/23

Essential Components of the Data Team Process

• Contains structured, scheduled meetings that focus on the effectiveness of teaching and learning

• Engages in collaborative inquiry• Uses multiple sources of data effectively when

making decisions• Employs formative assessment to adjust

instruction• Implements researched-based instructional

strategies • Monitors the effectiveness of instruction and

student learning 18DT Overview & Direction

04/21/23

Why we do Data Teams?We know the implementation of Data Teams benefit STUDENTS

-Identifies exceeding/proficient/struggling students in order to plan for targeted instruction

TEACHERS-provides an effective process that creates a system of data analysis, planning for instruction, and monitor results

CHALLENGEChange instructional practices in the classroom to increase student achievement and minimize the achievement gaps for all students.

6 Step Process - Prerequisite04/21/23 19

Common Vision of Data TeamsImprove student learning for all students

Common Mission of Data TeamsTo create and sustain an environment that is characterized by shared objectives, a commitment of collaboration, and collective responsibility among all staff for each student that we serve.

DuFour, R. (2007) Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journalist 39 (1). 6 Step Process - Prerequisite

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A School Instructional Data Teams are…

• Small grade-level or department teams that examine individual student work generated from Common Formative Assessments

• Collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning

6 Step Process - Prerequisite04/21/23 21

Data Team – Leadership / School• LDS

– A-A-B-C

22DT Overview & Direction

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Instructional Data Team – Grade / Department

• DSI• Common Formative

Assessment• Student work

23DT Overview & Direction

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DSI Performance Summary Report

24DT Overview & Direction

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25DT Overview & Direction

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26DT Overview & Direction

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27DT Overview & Direction

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Intelli-gences

Sensitive to language, meanings, and the relationship of words

Vocabulary activities, grammar, poetry, essays and plays

Keen observer, able to think in three dimensions, likes to use metaphors

Graphs, charts, color codes, guided imagery, pictures, posters, mind maps

Abstract thinking, counting, organizing; prefers logical structures

Critical thinking activities, breaking words into smaller parts and reassembling them

Good body control and fine motor skills; often active and animated

Needs "hands-on" learning opportunities, like games, skits, and plays

Sensitive to rhythm, pitch, intonation, and can remember tunes and rhythms easily

Likes poems, plays, jazz chants, rap music, songs, and musically guided imagery

Sensitive to others’ moods, feelings, and motivations; outgoing and interactive

Likes to talk with people, enjoys discussion groups, good at verbal problem solving

Has a sense of self, able to understand and access one’s own feelings

Likes poetry, meditation, guided imagery, journal writing, story telling

Sensitive to nature and environment; knows the names of rocks, flowers, birds; loves to be

outdoors

Likes to work in the garden, read plants and animals, study habits of fish or birds, read nature magazines, go hiking, walk

outside

What’s your learning style? Put your name and school on a Post It, place it on the chart.

04/21/23 28

10% of what you read

20% of what you hear

30% of what you see

50% of what we SEE and HEAR

70% of what we SAY

90% of what we SAY & DO

After 2 weeks, we tend to remember

I see and I forgetI hear and I rememberI do and I understand --- Confucius

04/21/23 29

30

Data Teams Flow Chart (Reeves)

The Leadership and Learning CenterDouglas Reeves

DT Overview & Direction

Instructional Data Teaming

04/21/23

31The Leadership and Learning CenterDouglas Reeves

Data Team 6 Step Process

6 Step Process - Video Step 604/21/23

04/21/23 32

Structures to promote sharing, common templates, monitoring , and reporting

minutes, agendas, results, etc.

1) Lotus notes Library2) Google Docs3) Edmodo4)School Websites5)Other 04/21/23 33

Shared online resources

http://standardstoolkit.k12.hi.us/index.html

Webinars, Powerpoints, files, resources and tools

04/21/23 34

PD360PDE3Webinars

04/21/23 35

•Online HSA•SBAC•Data for School Improvement•Accelerated Reader•North Western Assessment•Etc.

04/21/23 36

04/21/23 37

KMR Instructional Data Team Implementation Plan

04/21/23 38

A Technology Coordinators will……

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6 Step Process - Data Teams04/21/23 40